Lewis Carrols, in “Alice in Wonderland”, take us the duality of the adult-child world and its opposite feelings: imagination-reality, game-work, fun-responsability, etc… The nursery school change into Alice’s world, where everything are feelings, experiences, scale games, color, all of them perceived through the innocent kids eyes. The building is conceived as a continuum made by pieces that dividing the space as it is walked, and making a transversal relationship between the two worlds, interior and exterior, enhancing the ambiguity between them, from where its played till where the education is required, so at the end they can enjoy happily all day long.
The school entrance is made through hancovered exterior space that welcomes the visitor from the street and shows the way of the building, the kids are introduced directly into the interior of the building, establishing at the same time a clear difference between public and private space.
The interior divisions are created as dividers that plays with children scales marking out the interior spaces, this way the adults are capable of having a whole vision and control from the allover the building. The furniture is arranged in this divisions as storage of every class room, bench/changer, locker also allows the visibility through the same. All service areas are focused together while ordering and prioritizing the use of the building.
The skin of the building is a continuous crease that solves questions as orientation, lighting and air circulation, the covered exterior spaces turn into a new extension. A big roof is unfolded, takes all the pieces creating in its upperpart a flat break down that make seasier getting the exact lighting and air right to all different areas of the nursery school being the only element underneath wich the class rooms are sheltered. The children, in theaim of activating the visual sensations, goth rough the different interior-exterior areas with height variations. This skingis completed with a bigcourtyardcommonto all class rooms and works as a play ground area that interacts with the rest of the topographicalland of the plot. Out wardly the classrooms are associated to the big garden that makes up there mainder of the plot that is showed as a signed of how thiskind of extention, shleterdfromthesun and the rain across the covered porch. Therefore, the building, is perceived from the surroundings as a big floating roof under which a whole word of colours and textures are shown in viting the children to dive into a entertaining world.